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Transcript of EXTERNAL ASSESSMENT Enhancement Program for Division Trainers on Strategic and Operational Planning...
EXTERNAL ASSESSMENT
Enhancement Program for Division Trainers on Strategic and Operational Planning Process and
ContentJuly 5, 2013 – DepEd NCR Conference Hall
External Environment Assessment
Macro Environment
Industry, Sector and Area Analysis
Market Analysis
Micro MarketAnalysis
Opportunities Threats
FOCAL POINTS OF THE EXTERNAL ASSESSMENT
K to 12
Student-Centered Learning (SCL)
School Based Management (SBM)
Important and relevant education
statistics
21st Century Education
4 LEVELS OF EXTERNAL
ASSESSMENT
Level 1. The Macro Environment
Level 2. The Industry/Area/Sector
Level 3. The Market
Level 4. The Micro Market
STEPS IN CONDUCTING A MACRO ENVIRONMENT ASSESSMENT
• Gather the relevant information through the various research methods available to you.
Step 2
• Determine what are the relevant information that will help you achieve your unit’s Vision, Mission and Objectives.
Step1
• Analyze the information using four criteria: Relevance, Magnitude, Importance, and Urgency
Step 3
LEVEL 1. THE MACRO ENVIRONMENT
Select the information or analysis that allows you to achieve your VMOKRAPI.
R E L E VA N C E
Magnitude can be best analyzed by using various mathematical models, which are represented by charts, diagrams and tables.
M A G N I T U D E
Dwells on the “cause and effect” analysis The unit must identify which information create
the most impact on the actual or potential outputs and outcomes of your unit. By doing so, the unit must be able to trace the root “causes” which most influence the desired education “effects.”
I M P O RTA N C E
Certain things have to be attended to immediately before others. These are of an urgent nature and must take precedence because it may be useless to proceed if they are not attended to first.
Urgency also implies immediacy of action because of impending problems or, even, crisis situations.
URGENCY
STEPS IN CONDUCTING A MACRO ENVIRONMENT ASSESSMENT
• Synthesize the data.
Step 4
Synthesis is the final process of weaving all the information together to
develop meaningful findings or conclusions, that is, one that would
help your unit achieve its goals.
STEPS IN CONDUCTING A MACRO ENVIRONMENT ASSESSMENT
• Use the data to strategize.
Step 5
The synthesized data allows you to evaluate your unit’s current position in the education terrain. • Where are the Opportunities open to your
unit for achieving your VMOKRAPI? • What are the Threats that may hinder your
unit from achieving its VMOKRAPI? • What factors are more compelling than
others which you should attend to?
STEPS IN CONDUCTING A MACRO ENVIRONMENT ASSESSMENT
• Forecast and create scenarios
Step 6
You may use different techniques in forecasting possible scenarios in the future
through mathematical, logical, and intuitive means.
The freehand method is used when the forecaster thinks that the critical factors
affecting past trends would no longer apply to the future.
SOCIAL FACTORS
POLITICAL FACTORS
ECONOMIC FACTORS
ECOLOGI-CAL
FACTORS
TECHNO-LOGICAL FACTORS
FACTORS FOR EXTERNAL ASSESSMENT
SOCIAL FACTORS Demographic profile of the relevant population Can be found through government & non-
government owned institutions such as NSO, World Bank, ADB, and other statistical databases on the internet
POLITICAL FACTORS Deal with power structures and forces which
influence the environment’s governance system and its external linkages
Cover the laws, rules, regulations, procedures and processes both the national and local governments, which would dictate the desired ideal behavior from the population
ECONOMIC FACTORS Involve all productive forces generated by capital,
land, and labor both for the formal and informal sectors
The commonly monitored economic indices are GNP, GDP, Employment & Unemployment Statistics, increasing prices of goods and services, poverty levels in the area, among others
ECOLOGICAL FACTORS Refer to the status of your area’s natural
resources, ecosystems, and habitats Include weather and climate and the quality of
air, water, soil, and waste disposal systems
TECHNOLOGICAL FACTORS
Point to the various methods and means of delivering programs and classes
From the typical face to face or classroom interaction, learning has been taken to the digital world through Internet, cyber classes, and digital discussion boards
Faculty may record their lectures from their offices/homes through simple softwares that can be run on their laptops, i.e. “screencasts”
Smart classrooms in schools
INDUSTRY ANALYSIS
defines your industry
Basic Education
Technical-Vocational Education
Higher Education
Professional Education
Different Education Levels to Categorize your Industry
your unit = education services industry
LEVEL 2. INDUSTRY, AREA, AND SECTOR ASSESSMENT
EDUCATION INDUSTRY MAY BE FURTHER ANALYZED IN THE CONTEXT OF ITS RELATIVE ATTRACTIVENESS TO INVESTORS IN THE EDUCATION INDUSTRY (MICHAEL PORTER’S FIVE FORCES OF INDUSTRY ANALYSIS)
Education Industry Analysis
The model evaluates the relative bargaining power of the schools against their suppliers and against their customers (parents and students). It also depicts the relative ease or difficulty of entering the industry and the schools substitutes available to customers.
INDUSTRY STRUCTUREthere are many participants and stakeholders in
the education industry
SCHOOLS = direct industry participants
Related Industry textbook publishing
Stakeholderspublic and private sector agencies
involved in promoting and supporting education
Government’s Role to develop the national agenda for
education through its various agencies: DepEd, CHED, and TESDA
SAMPLE FIGURE A. EDUCATION INDUSTRY STRUCTURE
This structure is further complemented by a set of “suppliers” and “demanders.”
STUDENT SECTOR
P
A
R
E
N
T
S
Education Industry
Schools and their
Suppliers
EMPLOYMENT SECTOR
E N T E R P R I
S
E
S
I
N
S
T
I
T
U
T
I
O
N
S
The market for education services
The market for education graduates
SECTOR ANALYSIS
AREA ANALYSIS
1. Political stakeholders2. Economic stakeholders3. Social stakeholders4. Technological stakeholders5. Ecological stakeholders
INDUSTRY ANALYSIS
market is composed of customers who pay for the goods or services sold by the suppliers of these items
Who pays for Philippine Basic Education?
The question is...
LEVEL 3. MARKET ASSESSMENT
FIGURE E ILLUSTRATES HOW THE EDUCATION INDUSTRY BRIDGES THE DEMAND FOR AND THE SUPPLY OF EDUCATION SERVICES...
FIGURE E. Four Markets of Education Services
School System and
the Provision of Education Services
Graduates of Schools
TaxpayersNational and Local Governments
Resources for Capital Outlay, Personnel Services and Operating Expenses
Household IncomeParents
Defray Expenses of Students
Donor CommunityDonations
Capital Outlays, Personnel ServicesOperating Expenses
Business Enterprises and InstitutionsSalaries, Wages, Benefits
Employee Services
FIGURE F DEPICTS THE SUPPLY AND DEMAND FOR EDUCATION BY THE FOUR CUSTOMER GROUPS: THE GOVERNMENT, THE PARENTS, THE DONORS AND THE EMPLOYERS
FIGURE F. Market Supply and DemandCustomer Groups What is supplied by
DepEdWhat is Demanded by Customers
National and Local Governments
Education Services for All Filipinos of School Age
Productive and Enlightened Citizens
Parents Education Sessions to Those Who Avail of Basic Public Education
Skilled and competent graduates who can get decent work with decent pay
Donors Good School Education Systems
Public Recognition and Naming Rights
Tax DeductionsEmployers Good Graduates of
Education Institutions Skilled and CompetentGraduates Ready for Employment and Imbued with Correct Values
Employable Graduates with all the Necessary Skills, Competencies and Values
THE NEXT TASK IN MARKET ASSESSMENT IS TO QUANTIFY THE DEMAND AND SUPPLY ALONG THE EDUCATION VALUE CHAIN. SEE FIGURE G.
LEVEL 4. MICRO MARKET ANALYSIS
Focusing in the immediate market of your unit, it would be advisable to
have a deeper understanding of your various customer groups (as explained in Level 3: Market
Assessment).
Since this is your immediate market, you can obtain data from your own
students and their parents.
On the job market, make a tracer study of the graduates of your unit. How many are employed, where are they employed?
What kind of jobs do they have, what salary levels do they realize?
What are their positions in the organizations they work for?
You will discover that some of your graduates are not employed or are
underemployed. Find out why. You can also survey the employers of your
graduates and ask whether they are satisfied with their recruits’ skills set and competencies. What competency
and character gaps do they see?
You can also determine whether their skills set and competencies
match the jobs they have.
Data Opportunities Threats
NCR has a robust economy, being the top contributor to the national economy with 35.7% share of the country’s GDP • Biggest regional budgetary allocation in the amount of P129.4B out of P990.4B national budget • 63.7% or 5.10M out of 66.3% or 41.19M persons in the labor force• NCR posted the largest group of employment in the entire country at 24.5% laborers and unskilled workers• 16.4% government officials and employees • 15.5% service workers- NCR is also a reservoir of major government agencies
(Source: NSCB/NSO)
• Potential for in-migration - the more people migrate to NCR, the more potential enrolees there are for schools•Biggest potential for both public and private partnership as recipients of private entities’ corporate social responsibilities
• Presence of informal settlers (584,525 families – Source: NHA-NCR) that cause classroom congestion• Limitations in terms of schools current resources to accommodate the influx of potential enrolees• Limited buildable space for the construction of school buildings due to nearby business establishments•High magnitude of poor families (53%-Poverty Rate)
EXTERNAL ANALYSISArea
Economic
Area Data Opportunities Threats
Social • 8.01M out of 62.16M total population 15 years over 2.11% annual population growth rate (NSO)• 99% simple literacy rate and 94.6 functional literacy rate (FLEMMS)• Approximately 3.5M are informal dwellers, with 295,164 estimated number of school age-children (MMDA)• Center of colleges and universities (201)- Source: MMDA, Hospitals (198)-Source: Philippine Nursing Directory, and Commercial Establishments (211,974) in the country• Melting pot of the country
Source: DTI Website
•The youth represent the beneficiaries as market of the education sector.
•Potential partners/ service providers for K to 12 curriculum reform and other major education activities• Increased employment opportunities even at a young age
•Poverty rate (53%) may prevent basic education learners from surviving in schools.•High chances of PARDOS/ SARDOS in schools
EXTERNAL ANALYSIS
Area Data Opportunities Threats
Political•30 congressional districts•16 cities and 1 municipality with a number of Civil Society Groups, Unions, Media Groups/ Practitioners (Source: DILG)•7.2B SEF which was increased by 20% from the previous year•The Philippine government has embarked on instituting the K to 12 reform.
•Potential for education support/ Political navigation/ Social marketing•Robust support of LGU/NGA to various educational programs and services especially in Adopt-A-School Program and Brigada Eskwela•For basic education, they have increased the budget allocation to cover Grades 11 and 12
•Movement of DepEd personnel from one station to another•Control of SEF funds in support to basic education services•Priority needs are not addressed•The SUCs will not have any revenue for the first year college level starting SY 2016-17. In the succeeding SY, their revenue loss will be equivalent to two college levels, first year and second year.
EXTERNAL ANALYSIS
EXTERNAL ANALYSISArea Data Opportunities Threats
Ecological
•127 parks in Metro Manila (Source: Philippine Institute for Development Studies)
•Generated 5,250 m. tons per day or 162,750 m. tons per month or 1.95M m. tons per year of waste/garbage
•Frequent floods in Metro Manila and its environs, average of 10 floods per year – Source: MMDA
•Potential for learners for biological research works
•Potential for waste segregation, income generation, and schools’ eco-savers program
•Caused major floods and other environmental hazards in the metropolis
•Frequent disruptions of classes (an average of 8% or 15 days out of 200 days school calendar)
Area Data Opportunities Threats
•NCR - the Center of Technological Advancement in the Philippines and expected to remain as main venue for ICT. NCR ICT sector continues to be an economic driver with the GDP share increased from 2.7% to 4.8%/Internet connections availability and accessibility to telephone connections, computers and internet. (Source: CICT)•Metro Manila accounts for 75% of BPOs or approximately 141 thousands in the country - Source: Business Processing Association of the Philippines (BPAP)/DTI
•Opportunity for education to deliver Open Learning System and optimize the use of ICT in addressing access, quality, efficiency and governance•Easy access of information (everything at your fingertips)
•Proliferation of internet cafes adjacent to schools in the metropolis caused learners to cut class and lack focus in studies (Source: Action Research Findings)
Tech
nolo
gica
l
EXTERNAL ANALYSIS